Psychology in Action

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(A Behavioral Skill) A critical thinker is often able to take an existing situation and apply the knowledge acquired to new or future situations. This type of analysis leads the critical thinker to interpret events or situations in new, important ways. By being a critical thinker, you will be able to apply the information learned about prejudice in Chapter 16 to future events. To increase your own awareness of the prejudices on your college campus, ask a member of the opposite sex to be your partner in the following exercise: Visit both the male and female bathrooms (use your opposite sex partner for the appropriate bathroom) of three separate buildings on your college campus (e.g., the art department, the business department, the psychology department). Record your observations after each question. 1. Did you notice any graffiti directed at certain minority groups? ____________________________________________________________ ____________________________________________________________ 2. Was there a difference between the male and female prejudices (as expressed by the graffiti)? ____________________________________________________________ ____________________________________________________________ 3. Did you notice a difference in "graffiti prejudice" in the three buildings? ____________________________________________________________ ____________________________________________________________ 4. What does this say about the causes of and treatment for prejudice? ____________________________________________________________ ____________________________________________________________ Instructor's Resource Guide                               Chapter 16                                             Page  255
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G ender and C ultural D iversity Gender and Cultural Diversity Activity 16.1 - Why Are We Attracted to Each Other? Materials: List of determinants of attractiveness in varying cultures. You may want to use the traits found by Buss and his colleagues (Table 13.2 p. 446), or you could use differing socioeconomic levels. Procedures : Instruct student groups to determine which characteristics of attractiveness apply to the dominant American culture. Have the groups design a "perfect" male and female who display the most desired traits. Have a representative of each group list the preferred traits on the board. Conclusion: This activity encourages students to analyze the possibly arbitrary nature of the stereotyped values of attractiveness and desirability in the dominant American culture. This activity also invites recognition of varying standards of attractiveness in other cultures. Students may also develop a better understanding of social factors controlling perceptions of attractiveness. Instructor's Resource Guide                               Chapter 16                                             Page  256
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W riting P roject Given the need for improved writing skills in college students, and to respond to the call for "writing across the curriculum," we offer writing projects for each chapter. For Chapter 16, we suggest a 2-3 page written response to the following questions. Recognizing the time involved in grading such writing projects, one alternative is occasionally to assign "peer grading." Collect their papers, remove student names, and give one paper to each student to grade. It helps to make their participation in peer grading part of the overall points for the writing project. This encourages a more thoughtful and responsible
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